The Disability Community Network

Definitions and Scope

Target Population: People with Disabilities

Persons with disabilities refer to “those whose prospects of securing, retaining places and advancing in education and training institutions, employment and recreation as equal members of the community are substantially reduced as a result of physical, sensory, intellectual and developmental impairments.” Enabling Masterplan, MSF

[Point to note: Lien Centre for Social Innovation adopts this definition in their recent publication titled People with Physical Disabilities in Singapore: Understanding Disabling Factors in Caregiving, Education, Employment and Finances.]

There is no standard definition of disability which is accepted by all stakeholders. For example, NCSS/SSI lists a SSI course on mental illness under disability category, but in practice persons with chronic mental illness are not eligible for disability policies and programmes. This group is also not covered by Public Transport Concession Scheme for Persons with Disabilities, for which only those with "Physical Disability, Visual Impairment, Hearing Impairment, Autism Spectrum Disorder and Intellectual Disability" qualify.

"But this differs from that of the United Nations Convention on the Rights of Persons with Disabilities, because those with mental health impairments - such as depression, schizophrenia and bipolar disorders - are left out. When asked about this, the MSF says not all mental illnesses result in disabilities, and with medication and treatment, patients are able to function well on their own." (ST 8 May 2016)

Client Segments

Size of the Problem

No definite data of the total number of people with disability exists, because no official central registry or comprehensive disability study has been done. According to 2013 data from SG Enable, Singapore has about 100,000 people with disabilities. In view of Singapore’s ageing population, this number will increase by 2030 as more people acquire a disability through the ageing process. According to Singapore’s population index, “the number of elderly citizens will triple to 900,000 by 2030.” Population.sg

In Singapore, those with disabilities are estimated to make up 3 per cent of the population or well over 100,000 people.(ST 27 Sep 2016)

Some disability prevalence rates of Singapore citizens with disabilities are available from the Enabling Masterplan 2017-2021. According to the foreword of the Enabling Masterplan 2017-2021, 2.1% of the student population have disabilities. (Source: Ministry of Education. This is based on the number of reported cases of students with sensory impairment, physical impairment, autism spectrum disorder and intellectual disability. The total student population is put at approximately 460,000). Of the resident population aged 18 – 49 years, 3.4% have disabilities (Source: National Council of Social Service. Based on a random sampling of 2,000 Singapore residents and permanent residents aged 18 and above done by NCSS in 2015, the self-reported disability prevalence rate was 3.4% for those aged 18 – 49 years old. This includes those who acquired disabilities due to accidents and illness.) Of the resident population aged 50 years and above, 13.3% have disabilities (Source: National Council of Social Service. Based on a random sampling of 2,000 Singapore residents and permanent residents aged 18 and above done by NCSS in 2015, the self-reported disability prevalence rate was 13.3% for those aged 50 years and above. This includes those who acquired disabilities due to accidents, illness and older age).

To view and download the Enabling Masterplan 2017-2021, go to the Ministy of Social and Family Development's Disabilities and Special Needs page: (Enabling Masterplan 2017-2021)

EARLY INTERVENTION

Need for timely and effective early intervention

While EIPIC serves around 3,200 children with mod-severe special needs, waitlists can extend from 6 months to 1 year.Further, early intervention professionals tend to have high turnover and quick burnout, due to unattractive remuneration compared to the private sector.

STATISTICS

7,000 children aged 6 and below have developmental difficulties as of 2015[1]

Between 2010 and 2014, KKH and NUS screenings show a 76% increase in children 6 and below with developmental issues such as development delays, speech and language delays, learning difficulties and autism spectrum disorders (ASD)[2]

EXISTING RESOURCES

GAPS AND THEIR CAUSES

POSSIBLE SOLUTIONS

Post-Diagnostic Touchpoints

[need information]

For caregivers of children with ASD, touchpoints are poorly equipped in advising parents on where to obtain reliable help during the post-diagnostic phase

To make information and training more available to touchpoints (e.g., family, hospitals, polyclinics, family medicine practitioners, community partners) such as using electronic platforms, training primary care practitioners

SPD - Building Bridges @ EIPIC Centres are at Tiong Bahru, Jurong, Tampines & Bedok served a total of 465 children in FY16/17[9] - 41 graduated, 27 progressing to mainstream primary and the rest to SPED

EIPIC Centres have long waiting lists (up to six months[10] or a year[11])

EDUCATION

UNCRPD Article 24 gives an idea , but there is no coordinating or national policy about inclusion from which mainstream and SPED schools can develop their inclusive programmes and practice

Some tend to describe inclusion as only placement in a mainstream classroom, while others mistakenly assume it is a one-size-fits-all approach

EI professionals describe it as “special needs children being accepted for who they are and given opportunities to learn, grow, develop their full potentials and live meaningfully”[12]

Need for accessible and quality pre-school options

Many mainstream preschools are reluctant to take in children with special needs because their facilities and their teachers are not equipped, and there are only a handful of inclusive preschools & ICCPs.

While private pre-schools are better in quality and accessibility, they may not be affordable to all parents.

Need for trained educators in both special education (SPED) and mainstream settings

• There are certification pathways for educators in SPED and mainstream settings in the area of SEN; however, the issue is whether certifications are adequate, and attracting people to take on this training and career in the first place.

For mainstream teachers, the compulsory 12-hour module on special needs does not offer in-depth learning, and there is no follow-up subsequently to ensure that teachers know how to manage practically.

SPED teachers face unattractive salaries and burnout.

The 500 allied educators hired by MOE are not adequately trained in terms of behavioural management and lack clarity on their roles and expectations vis-a-vis the teachers.

EXISTING RESOURCES

GAPS AND THEIR CAUSES

POSSIBLE SOLUTIONS

Mainstream Teachers

NIE Pre-Service Training on Special Needs features a compulsory 12-hour module on special needs for all beginning teachers

Teachers Trained in Special Needs (TSN) comprise 10% of teachers in mainstream primary schools and 20% in secondary schools.[20]

NIE training does not offer depth of learning, particularly the practical learning and hands-on experience needed to prepare teachers to manage a class with students with disabilities[21]

Anecdotal: "The lesson is really only 4-6 hours, across 1-2 lessons"

TSNs in St. Anthony's Canossian Secondary School developed an in-house training module

Teachers Trained in Special Needs (TSN) - Certificate course for mainstream teachers to receive 108 hours of further training in learning disabilities and strategies to support SEN pupils in classroom teaching and learning[22]

Low remuneration and occupational prestige, and high course fees deter many from entering the field of special education[23][24][25][26][27]

Entry requirements differ - becoming a SPED teacher does not require a degree[28]

Dispute: "Salaries of SPED teachers and MOE teachers are equal at the start, but diverge as MOE teachers have better progression pathways (hence higher pay)" - Social Service Sector Salary Guidelines[29]

Due to unclear job scope, low remuneration and lack of career progression, as well as perceived lower work status relative to MOE teachers[36]

Lack of adequate training in the area of student behavioural management

[Are there enough/trained Allied Educators to manage increase intake of students due to Revised Compulsory Education Act?]

For students with disabilities who have experienced trauma, financial stress and who come from broken/dysfunctional families, they require intensive help. In addition to allied professionals, what of family, art and music therapists?

Only two SPED schools under Rainbow Centre have art and music therapists

The Revised Compulsory Education Act will ensure that most children with special needs aged 6-15 attend school; however there are concerns about its implementation (e.g. affordability of SPED schools, caregiving and transport arrangements, readiness of schools and special needs educators to accept a higher intake).

There is a plethora of financial assistance and transport support from SG Enable, but the affordability of education remains a challenge to families more affected by costs involved in schooling a special needs child, especially those with severe conditions.

STATISTICS

2.1% of the student population has disabilities, based on the number of reported cases of students with sensory impairment, physical impairment, autism spectrum disorder and intellectual disability. The total student population is put at approximately 460,000[3]

There are 31,000 students with special needs (80% mainstream school, 20% SPED)[37] ; 20,000 children with SEN have enrolled in mainstream schools[38]

A third of Singaporeans do not have a disabled person in their social circles [39]

About 1% of students across publicly-funded universities, polytechnics and ITEs have some form of disability[40]

Some students with disabilities have physical impairments which make independent utilisation of public transport problematic for them

Parent availability to transport students is not always possible, particularly where both parents work

Costs still high for lower-income people with disabilities

Need for schools to provide reasonable accommodations to students with special educational needs

A handful of specialised mainstream primary and secondary schools have facilities and support for those with sensory, physical and learning disabilities; however, educators in mainstream schools generally lack the ability to engage meaningfully with students with special needs, their students might discriminate or even engage in bullying, and their parents may even resent having a special needs child in proximity

Tertiary institutions have special education needs units, disability support offices or equivalent, though these services tend to be unstructured and unsystematic

STATISTICS

7 in 10 Singaporeans support the idea of inclusive education , but only 1 in 10 Singaporeans is sure about how to interact with a child with special needs[47]

64% of Singaporeans are willing to share public spaces with disabled children, but not interact with them[47]

Co-curricular activity which brings students of different abilities together[54]

Need for students to be prepared for work and life

Vocational training in SPED is structured with a Framework for Vocational Education in place, but it tends to under-emphasise soft skills required for employment, and has not kept up to date with automation and other market developments.

While SPED graduates typically learn how to be independent, those with developmental disabilities have a harder time retaining ADL skills upon exiting school. Newer living skills are also increasingly pertinent in a digital age, such as digital literacy and cyber-wellness.

Students with the potential to work are referred by SPED schools to SG Enable, who matches them to job training; students receive on-site job training from job coaches for up to one year after graduation leading to employment

Students who successfully complete the programme will receive the Institute of Technical Education Skills Certificate (ISC).

APSN Delta Senior School

Students who successfully complete the programme will receive the Singapore Workforce Skills Qualifications (WSQ).

Students who successfully attain the ISC or WSQ may apply for jobs in the open market or attend further advanced training (e.g., at ITEs to pursue the National ITE Certificate (NITEC) as long as they meet course pre-requisites)

Vocational training provided by SPED schools has not kept up with changing job market. Along with automation and digitalisation there is an increasing emphasis on specialist skills such as accounting, graphic design, teaching and administrative work, crowding out simple manual jobs[20]

SPD book binding orders and restoration services plunged by about 40% since 2010[56]

Bizlink lost contracts for printing and packing of red packets because businesses are outsourcing jobs to other countries in the region[56]

Review vocational training to ensure that skills and knowledge taught meet the changing needs of the job market

EMPLOYMENT

Aspire to an “Inclusive workplace”, which should include:

- Fair recruitment and procurement practices

- Policies concerning equality and human rights, working conditions, dignity at work, employee welfare are in place

- Reasonable accommodation made by employers: “an accommodation is defined as any change in work environment or processes to allow an employee with disability to enjoy equal employment opportunities. As such, accommodations can be broadly categorised into either job or workplace accommodation. Examples of job accommodation include job trial, part time employment, flexible working hours and telecommuting. Workplace accommodation addresses the accessibility of the compound or facility. These accommodations are relevant not only to persons with disabilities, but also to other employees as well. Amongst other benefits, reasonable accommodations can lead to employee retention.”[file:///C:/Users/User/Downloads/SG-Enable-Online-HRM-Series-Recruitment-and-Hiring.pdf SG Enable Online HRM Series]

- A welcoming workplace culture: “Inclusion goes beyond merely having a mix of employees with different demographics and backgrounds in the workplace. It is about appreciating employees for the unique value they bring to the workplace, and leveraging on those differences to add value to the organisation so that both the person and the organisation can flourish.” (TAFEP’s Creating an Inclusive Workplace toolkit

"Inclusive workplaces are rare in Singapore, where persons with disabilities (PWDs) comprise just 0.55 per cent of the resident labour force. They are mainly employed in the hospitality, food and beverage, wholesale and retail, and administrative support sectors" (ST 1 Oct 2017)

Need to be job ready

How 'job ready' is understood

To obtain vocational/technical, soft and employability skills

For those with acquired disabilities: To be in good psychosocial health, mindset and adjusted expectations

Offers employment or vocational training to adults with disabilities who do not possess the competencies or skills for open employment, allowing them to practice in jobs or tasks where the processes are either simple or broken down into simpler steps.

-Minds regularly organises internships in industries as diverse as laundromats, supermarkets, hardware shops and car wash facilities in petrol stations for its clients starting from the age of about 16.By around age 19, some PWDs can be guided towards working in sheltered workshops that cater to them, doing work such as packing, retail, baking and making crafts. Others are placed in the general labour market, where they are mentored and supported by job coaches from Minds who ensure that they are not stressed in their new environment or check that they are able to take public transport to work. (ST 1 Oct 2017).

Gaps and Their Causes

Potential Solutions

Need for diverse job offerings that accommodate the different preferences, requirements and circumstances of PWDs and the concerns of their caregivers

[should the need statement include'preference' since most people don't get the luxury of only taking jobs they like?]

Need for information on available job opportunities for persons with disabilities

- Anecdotal evidence that VWOs do not share full range of job options but pre-select choices for their clients [Source?]

Possible Solutions

Need for employers to understand the capabilities of PWDs and be willing to hire

- As of December 2015, 4,500 employers received subsidies from the Special Employment Credit scheme for hiring 5,700 disabled workers. ARC president Denise Phua said more employers are willing to employ the disabled due to the tight labour market (ST 19 Apr 2016)

- The Association for Persons with Special Needs (APSN) had 35 companies hiring its clients last year, up from 25 the year before.
The number of companies hiring clients of the Autism Resource Centre (ARC) grew from four in 2012, to nine last year.
Uniqlo started hiring intellectually disabled employees in 2012, and has 20 such workers in its 16 outlets here.
Starbucks hired six clients from ARC for its 100th store here, which opened at the Fullerton Waterboat House two months ago. It has committed to have ARC clients form at least 25 per cent of the staff at the store.(ST 19 Apr 2016)

- Periodic public education campaigns such as ‘More Than Dis’ campaign led by a trio of undergraduates from NTU.

- Special Employment Credit scheme: Government pays up to 16 per cent of the salary of workers with physical or intellectual disabilities, for those earning up to $4,000 a month (ST 19 Apr 2016)See also

Gaps and Their Causes

- Inclusive workplaces are rare in Singapore, where persons with disabilities (PWDs) comprise just 0.55 per cent of the resident labour force. They are mainly employed in the hospitality, food and beverage, wholesale and retail, and administrative support sectors (ST 1 Oct 2017)

- Employer’s misconceptions and false assumptions about the abilities of those with disabilities (only a handful of them are educated in SPED schools and do not have the necessary skills and credentials to obtain high-wage, high-skill jobs) [Need evidence]

- Limited effectiveness because it is hard to change employer attitude:
Mr Ong Peng Kai, 24, who has cerebral palsy, felt this sentiment first-hand when he tried to find a job last year.
"I studied maths and economics at university so I sent out about 30 resumes to banks, investment and insurance companies but none of them got back to me," said Mr Ong, who was eventually hired by NCSS as an assistant manager.
The president of the Disabled People's Association, Mr Nicholas Aw, said the campaign should target the young more.
"Such educational campaigns will help but how much they can help is a question mark. Sometimes people are aware but they are just not walking the talk," he said. (ST 3 Jun 2016)

Possible Solutions

- Public education campaigns highlighting the strengths and abilities of those with disabilities and more career fairs for PWDs

- As of August 24, 2015, SPD Transitional Programme has taken in 63 clients and matched nine to jobs [source?]

Possible Solutions

Need for accessible work environment

Existing Resources

Universal Design

Assistive Technology Fund

Open Door Programme

Gaps and Their Causes

Using principles of universal design, the BCA has improved accessibility of our built environment. But Richard Kuppusamy, a wheelchair user, commented that the layout in the BCA code is more conducive to assistants of persons with disabilities, rather than for more independent users who do not need help.

Even with the subsidies, technology aids are costly for persons with disabilities; those from low-middle income households do not qualify for a subsidy after means-testing.

Sometimes the subsidy is not enough to cover a person’s assistive technology needs over a lifetime.

Possible Solutions

increase the means testing of Assistive Technology Fund to cover more persons with disabilities from lower-middle income households

Need for fair recruitment and procurement practices and opportunities for career progression, including employment rights

- Government favours promotional and educational approach; Laws may adversely affect businesses; Government wants to avoid market rigidity. Government’s view: kindness and compassion cannot be legislated. Nor can they be enforced. It follows, then, that moral suasion, raising public awareness and promoting civic consciousness are more realistic ways to bring about change. (TODAY 3 Dec 2013)

- Legislation is the way to change mindsets and attitudes because people are apathetic (ST 16 Nov 2013)

- Possible that many companies, including government agencies and statutory boards, continue to ask in their application forms if a job candidate has any physical or mental disabilities. (Forum ST 13 Aug 2016)

Possible Solutions

- Anti-discrimination laws and/or ombudsman body together with public education. [Existing legislation we can study, adapt and adopt from are the Americans with Disabilities Act, the United Kingdom’s Equality Act and Australia’s Disability Discrimination Act, which are regarded as being the gold standard. (Alvan Yap)]

- Nicholas Aw: "Mindsets are hard to change so we need to go into the schools and start with the young because they are more open and receptive." (ST 3 Jun 2016)

- “140 companies have applied for the fund, with an average claim of $3,000. About 650 persons with disabilities have been placed in jobs, including those supported under the initiative.” There is not a high level of awareness by employers of available schemes or they do not tap onto the schemes because they think it’s complicated and cumbersome

- HR is diversity ready? (e.g. HR side should have a policy to answer such queries and address any issues arising from having a staff with disability)

- low take-up rate? (need statistics)

Possible Solutions

Outreach programs to familiarise public with the schemes

CAREGIVER SUPPORT

Caregivers

Those who provide care to a person requiring support due to age, disability, illness or special needs

Usually family members, but can also be friends or foreign domestic workers

Can be broadly categorised into two groups: (i) Professional caregivers which include doctors, nurses, social workers, and (ii) Family caregivers, which include spouses, children, grandchildren, siblings and foreign domestic workers hired by their families, family caregivers are focused upon here.

Special note to two groups of family caregivers: Elderly caregivers caring for disabled adult children, disabled people playing caregiver roles

Older family caregivers are in declining health themselves but spend long hours (up to 60 hours per week) caring for their family member. More than half of family caregivers up to the age of retirement (55-65 years) are juggling long hours of both formal employment and caregiving.

More than half of family caregivers aged 70-74 years do not receive help from anyone else to care for their family member

Well beyond the retirement age, family caregivers are spending 50 to 60 hours per week caring for their older family member.

STATISTICS

An estimated 210,000 people aged 18 to 69 provide care to a family member or peer[58].

Caregivers are ageing and are becoming less and less able to care for their disabled kin; 70% of caregivers in Singapore (including those who care for the elderly and disabled) are above 40; 10% are between 60 and 69 years of age[59].

Refer to Caregiving in Singapore (Sep 2011) for more statistics on the profile of informal caregivers in the Singapore population and the key characteristics of caregivers and care recipients. Some statistics:

37% of caregivers reported that they had been providing care to their care recipients for over a decade.

On average, caregivers provided around 6.8 hours of care per day in a typical week

Close to 74% of caregivers were employed.

About 80% of caregivers received some form of support, be it from other family members (70%) and/or domestic helpers (14%). 21% of caregivers reported being the sole caregiver

Need for respite care

Caregivers continue to be concerned about the need for respite care[3]

To expand the continuum of support and respite options, including the implementation of caregiving leave, and to build trust between caregivers and formal respite services

Ease access to counselling services, such as counsellors, social workers or volunteers - be it coming to terms with diagnoses of disabilities or assistance with job placement, social assistance and marriage counselling

Create more opportunities for caregivers to meet each other as a source of informal support, such as leveraging existing support networks to reach out further

For service providers to take family relationships into consideration, as family dynamics are affected if a member has a disability. This could mean designing

$120 monthly cash payment given to families who need to hire a Foreign Domestic Worker to care for loved ones who require permanent assistance with three or more Activities of Daily Living (ADLs)

Even after subsidies, the remaining cost to hire an FDW is still more than many low-income families can afford[60]

Employers must be of sufficient mental capacity to hire an FDW, and cannot have a disability that impairs mental capacity to this degree[60][64]

EM3 (Recommendation 13): To expand the criteria for the FDW Grant to better cater to disabled people who are physically able to perform ADLs, but who may not have the cognitive ability to perform ADLs or have behavioural challenges that require additional support

Helps parents of graduating cohorts in Special Education (SPED) schools apply to Court to be deputies for their child, so that they can continue to make legal decisions for their child after he or she turns 21

EM3 (Recommendation 14)

To raise awareness of importance of legal, financial and care planning, and services.

SNTC to continue expanding outreach to caregivers, and consider partnering agencies providing direct services to disabled people for more integrated and holistic support to caregivers

Service providers, including the Office of the Public Guardian and Law Society, to educate caregivers on legal/financial matters such as applying for deputyship

To simplify deputyship and Lasting Power of Attorney processes for caregivers

MINDS is heading a pilot to simplify deputyship applications for caregivers of graduating SPED students

To create a system of support at caregivers' natural touchpoints, that would help them in future care planning such as identifying the next caregiver and transitioning of the caregiver role when the time comes, and including documenting and passing on caregiving knowledge.

Enable disabled care recipients to make more independent decisions for themselves for the future, something which caregivers tend to do. Depending on the disability type and functioning level, some caregivers can unintentionally prevent their care recipients from learning useful independent living skills through mollycoddling.

Knowledge and level of assistance received by caregivers differ depending on the experience and knowledge of providers they meet[10]

Some caregivers deny that children have special needs

Some caregivers reject support services for those in their charge.[65]

Some courses that caregivers are interested in attending are only open to social service professionals[3]

Especially for low-income families, some programmes are unaffordable due to high costs of service and comparatively low levels of subsidies[10]

EM3 (Recommendation 13)

For social service agencies to have a good understanding of community resources available for advisory and referral; one method is a one-stop portal to provide information on service, caregiving, self-care assistive technology and well-being[3]

Hub-and-spoke model for caregiver support, instead of having caregivers be supported through services accessed by care recipients. NCSS to pilot the model together with service providers.

Budget 2017 had announced that a Disability Caregiver Support Centre would be set up to provide information, planned respite, training and peer support groups, and work with VWOs to pilot programmes for caregivers of newly diagnosed people with disabilities[66]

Under the Caregiver Service Matrix, caregiver training and education are provided by 17 organisations as of 02 August 2018

Training on strengths-based approaches? - Helping parents and caregivers to support their children/wards in building strengths and abilities as opposed to focussing on limitations and disabilities.

Ask caregivers themselves how they would like to be supported, in relation to the relevance, usefulness and utilisation of training courses and care services[63]

EM3 (Recommendation 13):

To provide more and affordable courses (e.g., higher level training), and modes of training that are accessible to caregivers; for NCSS and MSF to work with relevant agencies to improve coordination and outreach to caregivers

SOCIAL INCLUSION

Need for children with special needs to be part of community outside of school

According to a Lien Foundation survey in 2016, of the 835 parents of special needs children who were surveyed, four in 10 think their children spend too little time in the community outside of school.Nearly half of those surveyed said their children do not have friends without disabilities (ST 2 Oct 2017)

Need for public to emphatically understand the circumstances PWDs face and know how to support and interact with them

Existing Resources

Society Staples

A social enterprise that uses mass engagement platforms to educate public about experiences of people with disabilities; provides team building services for corporates: eg experiencing blindness, learning sign language etc.

Buddy'IN, a programme aimed at socially integrating graduating students from special education schools with their peers from institutes of higher learning, through semi-structured social activities and sessions.(ST 17 Jun 2016)

December 3rd, 2017, the International Day of People with Disabilities
-AbleThrive is hosting meetups around the world for people with disabilities, their families and allies to come together

For 'See the True Me' there is a question about the reach of these campaigns because many at a forum, many from disability sector have not seen or heard about it

Invisible disabilities (learning disorders, hearing impairment) are less obvious, and therefore the public may not understand their behaviors and support may be less forthcoming (ST 28 May 2016)

Mr Andrew Soh, assistant director at Down Syndrome Association, said public attitudes are less favourable towards people with autism and intellectual impairments, compared with those with physical disabilities, because people fear what they cannot see. "People can't tell how serious their disability is and don't know what to say or how to help them," he said.(ST 3 Jun 2016)

Transportation costs, while subsidised, are still high for lower income PWDs

Cheaper transport options such as buses and trains are either too crowded for wheelchair users or other persons with disabilities OR there are service issues, such as some unprofessional or even discriminatory drivers or passengers.

Open prams used by caregivers now allowed on public buses, but not all bus drivers realise this yet (ST 2 Oct 2016)

Need for access to digital media

Need for access to leisure and recreational activities

Existing Resources

ActiveSG is promoting disability sports. Various sports have been adapted for them. In Singapore, the range of sports for people with disabilities includes handcyling, swimming, table tennis and boccia, a ball game that can be played by wheelchair-users with motor-skill impairment (ST 27 Sep 2016)

The inclusive playgrounds in Bishan-Ang Mo Kio Park and Ghim Moh and the complementary Children in Action programme (ST 17 Jun 2016)

Running Hour
A sports co-operative that promotes integration of persons with special needs through running. We have members who are mildly intellectually challenged, physically challenged and visually challenged joining us to keep fit. We welcome anyone passionate about running to join us as running guides.

"Inclusive" art workshop to encourage interaction between children with and without special needs. Run by Superhero Me, a non-governmental organisation that runs art programmes for children (ST 2 Oct 2017).

Free entry for people with disabilities and caregivers to (special exhibitions of) NHB museums (ST 15 April 2018 “Free entry for people with disabilities”)

Gaps and Their Causes

Sports take-up rate among people with disabilities remains low, though they stand to benefit more than able-bodied people by being active(ST 27 Sep 2016)

Reasons why people with disabilities may shun sports:(ST 27 Sep 2016)
•Difficulty in getting transport to the sports facilities.
•Cost of specialised equipment and transporting them.
•Struggles with the basics of daily life that push the thought of exercise into the background.
•Depending on volunteers to help out, such as transferring the person with disability from a normal wheelchair to a racing wheelchair.
•A tendency to withdraw from society and an unwillingness to leave the house for various reasons.
•Logistics. For instance, when a wheelchair racer travels overseas for races, he has to take along a special racing wheelchair, a regular wheelchair for moving around and a commode chair.
•There may also be psychological factors such as confidence, self image issues and a self-perceived inability to do sports.

Lack of opportunities to prove themselves ;being overprotective could limit their exposure, hindering their ability to lead a fulfilling and independent life (CNA 21 Sep 2017)

Possible Solutions

There should be regular disability sports sessions in all special education schools and organisations for the disabled (ST 27 Sep 2016)

Collectively refrain from assuming what PWDs can or cannot do, never mind their condition.
(CNA 21 Sep 2017)

Need opportunities to give back to society

Existing Resources
SPD Youth Development Programme - Trained and mentored youths with disabilities to enable them to champion social causes and give back to the society.

MINDS

Muscular Dystrophy Association of Singapore (MDAS)

SPD

Bizlink

http://www.bizlink.org.sg/
training and employment for people with disabilities
One of Bizlink's biggest businesses is providing cleaning teams to other companies. These teams are made up of able-bodied workers and those with disabilities (ST 1 Oct 2017).

WISE Enterprise

Adrenalin

Six of the 25 workers at Adrenalin have disabilities and other special needs. Staff members include two deaf persons, an employee who uses a wheelchair and people recovering from mental illness (ST 1 Oct 2017).

Holiday Inn Singapore

Holiday Inn Singapore Orchard City Centre hotel in Cavenagh Road - 12 per cent of the more than 200 staff are PWDs, staff adjust to the different ways of communication of some PWD employees, some of whom have intellectual disabilities or autism (ST 1 Oct 2017). .

Han's Group

Han's Group, about 50 employees, or 10 per cent of its workforce, are persons with disabilities (ST 1 Oct 2017).

Government Agencies

MSF Disability Division

NCSS Disability Services

SGEnable

Scholarships and Bursaries

Dare to Dream

The scholarship provides special needs persons, who are successful in gaining entry into a diploma programme at the LaSalle College of the Arts, with funding of fees for the full duration of the diploma programme at the College.
Dare To Dream

↑National Volunteer and Philanthropy Centre (NVPC). (2017). Issues faced by people with disabilities in Singapore. Retrieved from https://www.nvpc.org.sg/resources/report-on-issues-faced-by-people-with-disabilities-in-singapore

↑National Volunteer and Philanthropy Centre (NVPC). (2017). Issues faced by people with disabilities in Singapore. Retrieved from https://www.nvpc.org.sg/resources/report-on-issues-faced-by-people-with-disabilities-in-singapore

↑National Volunteer and Philanthropy Centre (NVPC). (2017). Issues faced by people with disabilities in Singapore. Retrieved from https://www.nvpc.org.sg/resources/report-on-issues-faced-by-people-with-disabilities-in-singapore